Kathy McConnell Action Plan: Increase and improve multicultural literature in our collection.
Part 1 - Rationale The American Library Association has identified diversity as one of the five key action areas to address in order to provide the highest quality library and information services for all people. Additionally, the ALA recommends that librarians “Include a full range of voices in the library's collection that speak to the experiences of diverse groups that have contributed to the history and culture of our nation. Seek to include new and diverse authors, illustrators and publishers. Invite alternative voices to tell their stories…” (http://www.ala.org/ala/aboutala/missionhistory/keyactionareas/morediversity/diversitybrochure.cfm)In order to address this key area, the mission of the Beuford Franklin Edison High School Media Center states, in part, that we strive to “improve quality of life through diverse ideas.” Our outdated and small collection lacks the diverse materials our school library needs in order to fully satisfy our mission. As a result, we have a critical need to increase and improve our collection in this area.
Furthermore, improving the diversity of our collection is in line with the following strategic outcomes and objectives stated in our plan:
1. Collection development in the school library media center reflects the diversity and changing needs of the students and faculty.
2. We will increase and update our collection with a focus on quality, currency, student interest, diversity, special needs, and professional resources to enhance recreational reading appreciation, better meet our community needs, and provide opportunities for print research skills within our facility.
In order to achieve these goals, this Action Plan seeks to both improve and increase our collection of materials to address the ethnic and cultural diversity needs of our students and staff so that students will be better prepared to succeed academically and to become productive citizens. The BFE Media Center wishes to offer students materials which represent the various cultures and ethnicities of our student body and larger community. Children benefit from seeing positive images and representations of people who are members of their own ethnic and cultural groups. Additionally, the BFE Media Center believes that all students benefit from exposure to cultures and ethnicities other than their own in order to develop a healthy perspective and appreciation for the diversity which is a part of our lives. At BFE High, both our vision and our mission statements indicate this belief in opening the minds of students to the diverse world in which we live.
Part 2 - Steps/Timeline/Responsibility
Step #1: Consult and analyze demographic information to identify which ethnicities and cultures are represented in the school, the school district, and county. Timeline: April 2010 Responsibility: SLMS
Step #2: Research types of materials that would be most appropriate for a school library and which materials will be most beneficial for our school’s specific needs, keeping in mind make-up of student body, activities pursued by teachers and students, and by consulting prior records of student and teacher requests. Teachers will be consulted about what types of materials would support lesson plans and/or classroom projects for the coming school year. Timeline: April 2010 Responsibility: SLMS will coordinate research and meetings with teachers.
Step #3: Weed the current collection to remove outdated or insensitive materials, keeping in mind current recommendations from professional organizations and literature, stated needs from teachers, and prior teacher and student requests. Any current materials which are popular may be kept in the collection if they meet professional recommendations. Any current materials that are not popular (low circulation) but do meet professional standards may be kept and the librarian may consider re-binding, repairing, or displaying in a more attractive way to increase circulation of these materials. Timeline: March 2010 – April 2010 Responsibility: SLMS will coordinate and oversee weeding project. Assistant and volunteers may work on weeding also by pulling books using a list provided by the SLMS.
Step #4: Search for appropriate and affordable materials. SLMS will consult catalogs and recommendation lists from reputable sources. Attention will be paid to award-winning books, editorial reviews, and recommendations from other professional sources. Timeline: April 2010 Responsibility: SLMS will be primarily responsible for searching for materials, but will invite teachers to provide purchasing information about cultural and ethnic materials which would be particularly helpful to their curriculum.
Step #5: Making final choices and order materials for purchase. Timeline: April 2010 Responsibility: SLMS
Step #6: Processing and integrating new materials into current collection. SLMS will catalog and display new books in a way to make them most usable and shelve in appropriate areas. Timeline: As soon as materials arrive, then ongoing. Responsibility: SLMS will oversee displays and shelving. SLMS may delegate to Assistant Librarian and volunteers.
Step #7: SLMS will keep a file for diverse materials information including book lists, professional recommendations, catalogs and other ordering information as well as book suggestions from teachers and students. The SLMS will continually consult this file when weeding and purchasing in order to maintain a dynamic collection of ethnically and culturally diverse materials which benefits the students and staff at BFE High. Timeline: Ongoing Responsibility: SLMS
Part 3 - Budget
Materials: $1000
The funds for purchasing materials will come from the media center’s book budget. Since a lack of culturally and ethnically diverse materials has been identified as a particular weakness in the outdated collection, part of the book budget will be used during this fiscal year for the purpose of bringing the library more up to speed in this area. The media center will spend $1000 to purchase books which will enhance cultural and ethnic diversity in our collection. We typically find that the average cost per book for grades 6 and up is $14.59. With this average in mind, we hope to be able to purchase at least 68 new books. We will strive to make the funds go as far as possible without compromising quality. It should be noted that the same books purchased for the purpose of adding diversity to our collection will simultaneously serve other needs of students such as pleasure reading and regular school assignments, so that money spent on diverse materials does not necessarily take away from other budget areas - but rather, these books may fill more than one area of need in our library.
Part 4 - Evaluation
The SLMS will evaluate the response to the culturally and ethnically diverse materials by monitoring circulation statistics of these new additions to the collection. SLMS will also ask for feedback from teachers and students. Teachers will be asked to give specific feedback regarding the usefulness of the new materials for class assignments or projects in which the materials were used. A future and continuous way to evaluate the diversity of the collection will be to monitor circulation of materials and teacher/student requests to meet the needs of users as closely as possible.
Documentation
African American Review (2009). Accessed November 24, 2009 at http://aar.slu.edu/.
American Indian Library Association (2009). Accessed November 24, 2009 at http://www.ailanet.org/.
Multicultural Educational Publishing (2009). Accessed November 24, 2009 at http://mcepub.com/.
Oyate (2009).Books to avoid. Accessed November 24, 2009 at http://www.oyate.org/books-to-
avoid/index.html
Sylvia Henderson Action Plan
Collaboration between School Library Media Specialist, Teachers, Reading Specialist, and Paraprofessionals to develop and hold a Reading Success workshop tailored to motivate students to read and work towards becoming life-long learners. Part 1
Rationale:
Beuford Edison Franklin High School Media Center is on a mission to inspire our users to become motivated, active, and responsible users of information in order to mold life-long learners. We are fuctioning in a poor, rural town which has an average population. However, this county has a smaller than average population of high school graduates. In addition to a smaller than average population of high school graduate, there is a lack of professional resources for teachers. Nevertheless, Beuford Edison Franklin High School Media Center's vision focuses on "Opening Minds Through Information." According to Richard T. Vacca and JoAnne Vacca (2005) "All teachers play a critical role in helping students comprehend and respond to information and ideas in text" (p. 1). At Beuford Edison Franklin High School Media Center, we understand the role of teachers, their interactions, and collaborations. Therefore, this action plan focuses on developing a "Reading Success" workshop. With adequate resources, School Library Media Specialist, Reading Specialist, teachers and paraprofessionals can continue their professional development through this workshop. This workshop will encompass data on reading research, mapping, different reading strategies, components of reading, and content area reading. In addition to this workshop, a guest speaker from the Center For Reading Research will offer a free reading workshop which will empower educators about the essentials for reading success. With this collaboration, School Library Media Specialist will intergrate library resources into classroom curricula, teach reading comprehension strategies using print and digital media, and rev-up reading with interactive maps. Reading Specialist will identify and acquire materials for literacy intervention and teachers will learn different teaching methods, tweak lesson plans and motivate students to read. In esssence, the goal of this action paln is to collaborate in order to develop and implementa successful "Reading Success" workshop. Part 2 Steps/Timeline/Responsibility:
Step 1: School Library Media Specialist post communications via email and IM to School Principal, Reading Specialist, teachers, and paraprofessionals about Reading Success workshop. Reading Specialist will contact Florida Center for Reading Research to invite Dr. Christopher Lonigan to participate in workshop. Timeline: June 2010 Responsibility: School Library Media Specialist and Reading Specialist Step 2: School Library Media Specialist conduct reading workshop meeting with Reading Specialist, teachers and paraprofessionals. Teachers are asked to submit a copy of their lesson plans and curricula to paraprofessional at least 3 weeks prior to the planned reading workshop meeting taking place on August 20, 2010.
Timeline:June 2010
Responsibility: School Library Media Specialist and paraprofessionalsStep 3: Meeting held between School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals to discuss location, time, and date
for reading workshop. Paraprofessional distributes faculty profile forms and gives a deadline of August 4th to return completed forms.
Timeline: July 2010
Responsibility: School Library Media Specialist, Reading Specialist, teachers, and pararprofessionals.
Step 4: Paraprofessionals recieve copies of teacher's lesson plans,curricula, and faculty profile forms.
Timeline: August 2010
Responsibilty: Paraprofessionals
Step 5: Meeting held with School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals to discuss lesson plans and curricula.
Timeline: August 2010
Responsibility: School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals.
Step 6: Meeting with School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals to form a consensus on location, date, and time of reading workshop. Consesus is made on the location, date, and time of meeting. The reading workshop will be held on November 12, 2010 from 10:00-2:00, and the location will be in the school multipurpose room. After this meeting, a brief discussion will take place regardingfaculty information profile forms. The faculty information profile forms list the teachers current teaching courses, fields of interests, and current research projects. This information from the faculty profile cards will be forwarded to Dr. Lonigan by the Reading Specialist.
Timeline: September 2010
Responsiblity: School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals.
Step 7: Reading Specialist contacts Dr. Lonigan to commuicate with him about his acceptance of this engagement, the date, time, and location of the reading workshop.
Timeline: September 2010
Responsibility: Reading Specialist
Step 8: School Library Media Specialist, Reading Specialist, and paraprofessionals will communicate with other professional literacy organizations about reading workshop and inquire about donations of materials and resources.
Timeline: September
Responsibility: School Library Media Specialist, Reading Specialist, and paraprofessionals
Step 9: Paraprofessionals communicate with School Library Media Specialist, Reading Specialist, teachers, and guest speaker about last minute preparations for reading workshop. With much anticipation for the reading workshop, the teachers offer to provide a Potluck lunch.
Timeline: October 2010
Responsibility: Paraprofessionals and teachers
Step 10: Reading Success workshop will be is held in the school multipurpose room. We anticipate, Dr. Lonigan, School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals are in attedance. Meeting is scheduled to last one hour and forty-five minutes. During this time, introductions can be made and Dr. Lonigan will lecture on the topic of "Essentials for Reading Success." After this lecture, a potluck lunch will be served. After lunch, Dr. Lonigan will hold a question and answer session.
Timeline:November 2010
Responsibility: Dr. Lonigan
Step 11: After question and answer session, School Library Media Specialist will share information about intergrating library resources into classroom lesson plans and curricula Then, SLMS will provide activities for teachers on interactive mapping. Paraprofessionals will distribute copies of information on how to use reading toolkits, and Reading Specialist will emphasize the importance of the components of reading and share different reading strategies. Media Specialist will thank Dr. Lonigan and everyone for their participation. Reading Success workshop will conclude.
Timeline: November 2010
Responsilbility: School Library Media Specialsit, paraprofessionals, and Reading Specialist
Step 12: Meeting held by School Library Media Specialist to gather feedback from reading workshop. Reading Specialist, teachers, and paraprofessionals are in attendance and give feedback. School Library Media Specialist and paraprofessionals will suggest to have a consensus on how the reading workshop will be evauluated by the December meeting.
Timeline: December 2010
Responsibility: School Library Media Specialist and paraprofessionals
Step 13: School Library Media Specialist will conduct a meeting with Reading Specialist, teachers, and paraprofessionals for reading workshop evalution consensus. Suggestions will be given for the evaulation for the reading workshop be held in a staff meeting and all participants give verbal feedback to the School Library Media Specialist. The feedback from the attendees will be included in the minutes from the meeting. The minutes will be written into an evaluation report. Then, the School Library Media Specialist will follow protocol.
Timeline: Tenative
Responsibilty: School Library Media Specilaist
Part 3
Budget $855
Purchases for materials, personnel, and printing can possibly be allocated from the following budgets: remedial reading plan and supply budgets. Possibly donations will be contributed by The Florida Center for Reading Research, Florida State College of Education, and The Florida Department of Education. For this media center action plan, we think the listed estimates are approriate for the much needed resources for professional development.
Materials $655
Materials possibly allocated through the remedial reading plan budgets.
Journals $200 -possibel donations from FCRR- remedial reading plan budget
Anthologies $100- possible donations from FSUCOED - remedial plan budget
Workbooks $200- remedial plan budget
Tutorials $70- remedial plan budget
Reading Toolkits $85- possible donations from FLDOE- remedial plan budget
Personnel $100
Personnel possibly allocated through the remedial reading plan budget.
Reading Specialist-$100 supplemental- remedial reading plan buget
Guest speaker - $0- No charge for workshop and lodging. Dr. Lonigan will be on vacation in Florida and offers a free reading workshop.
Lunch-$0. Potluck which will be provided by the teachers.
Supply $100
Printing possibly allocated through the supply budget.
Budget Total: $855
Part 4
Evaluation: Beuford Edison Franklin Media Center's Action Plan will evalute the results of the Reading Success workshop in an evaluation report which will include verbal feedback from the Media Specialist, Reading Specialist, teachers, and paraprofessionals on the progress of this workshop. Evaluations will be conducted every year, and the results will be formatted as a report. The School Media Specialist will forward the evaluation report is to the school principal. Then, the school principal will forward the evaluation report to the school superintendent. The evaluation report will be evaluated, revised, and steered toward future action plans.
Documentation
Books:
National Reading Panel. (1997). An Evidence-Based Assessment of Scientific Research Literature on Reading and Its Implications for Reading Instruction. NIH 00-4754:Washington:D.C.
Vacca, J. & Vacca R.T. (2005). Content Area Reading: Literacy and Learning Across The Curriculum. (8th ed.). New York:NY
Pearson Allyn and Bacon.
Kathy McConnell
Action Plan: Increase and improve multicultural literature in our collection.
Part 1 - Rationale
The American Library Association has identified diversity as one of the five key action areas to address in order to provide the highest quality library and information services for all people. Additionally, the ALA recommends that librarians “Include a full range of voices in the library's collection that speak to the experiences of diverse groups that have contributed to the history and culture of our nation. Seek to include new and diverse authors, illustrators and publishers. Invite alternative voices to tell their stories…” (http://www.ala.org/ala/aboutala/missionhistory/keyactionareas/morediversity/diversitybrochure.cfm) In order to address this key area, the mission of the Beuford Franklin Edison High School Media Center states, in part, that we strive to “improve quality of life through diverse ideas.” Our outdated and small collection lacks the diverse materials our school library needs in order to fully satisfy our mission. As a result, we have a critical need to increase and improve our collection in this area.
Furthermore, improving the diversity of our collection is in line with the following strategic outcomes and objectives stated in our plan:
1. Collection development in the school library media center reflects the diversity and changing needs of the students and faculty.
2. We will increase and update our collection with a focus on quality, currency, student interest, diversity, special needs, and professional resources to enhance recreational reading appreciation, better meet our community needs, and provide opportunities for print research skills within our facility.
In order to achieve these goals, this Action Plan seeks to both improve and increase our collection of materials to address the ethnic and cultural diversity needs of our students and staff so that students will be better prepared to succeed academically and to become productive citizens. The BFE Media Center wishes to offer students materials which represent the various cultures and ethnicities of our student body and larger community. Children benefit from seeing positive images and representations of people who are members of their own ethnic and cultural groups. Additionally, the BFE Media Center believes that all students benefit from exposure to cultures and ethnicities other than their own in order to develop a healthy perspective and appreciation for the diversity which is a part of our lives. At BFE High, both our vision and our mission statements indicate this belief in opening the minds of students to the diverse world in which we live.
Part 2 - Steps/Timeline/Responsibility
Step #1: Consult and analyze demographic information to identify which ethnicities and cultures are represented in the school, the school district, and county.
Timeline: April 2010
Responsibility: SLMS
Step #2: Research types of materials that would be most appropriate for a school library and which materials will be most beneficial for our school’s specific needs, keeping in mind make-up of student body, activities pursued by teachers and students, and by consulting prior records of student and teacher requests. Teachers will be consulted about what types of materials would support lesson plans and/or classroom projects for the coming school year.
Timeline: April 2010
Responsibility: SLMS will coordinate research and meetings with teachers.
Step #3: Weed the current collection to remove outdated or insensitive materials, keeping in mind current recommendations from professional organizations and literature, stated needs from teachers, and prior teacher and student requests. Any current materials which are popular may be kept in the collection if they meet professional recommendations. Any current materials that are not popular (low circulation) but do meet professional standards may be kept and the librarian may consider re-binding, repairing, or displaying in a more attractive way to increase circulation of these materials.
Timeline: March 2010 – April 2010
Responsibility: SLMS will coordinate and oversee weeding project. Assistant and volunteers may work on weeding also by pulling books using a list provided by the SLMS.
Step #4: Search for appropriate and affordable materials. SLMS will consult catalogs and recommendation lists from reputable sources. Attention will be paid to award-winning books, editorial reviews, and recommendations from other professional sources.
Timeline: April 2010
Responsibility: SLMS will be primarily responsible for searching for materials, but will invite teachers to provide purchasing information about cultural and ethnic materials which would be particularly helpful to their curriculum.
Step #5: Making final choices and order materials for purchase.
Timeline: April 2010
Responsibility: SLMS
Step #6: Processing and integrating new materials into current collection. SLMS will catalog and display new books in a way to make them most usable and shelve in appropriate areas.
Timeline: As soon as materials arrive, then ongoing.
Responsibility: SLMS will oversee displays and shelving. SLMS may delegate to Assistant Librarian and volunteers.
Step #7: SLMS will keep a file for diverse materials information including book lists, professional recommendations, catalogs and other ordering information as well as book suggestions from teachers and students. The SLMS will continually consult this file when weeding and purchasing in order to maintain a dynamic collection of ethnically and culturally diverse materials which benefits the students and staff at BFE High.
Timeline: Ongoing
Responsibility: SLMS
Part 3 - Budget
Materials: $1000
The funds for purchasing materials will come from the media center’s book budget. Since a lack of culturally and ethnically diverse materials has been identified as a particular weakness in the outdated collection, part of the book budget will be used during this fiscal year for the purpose of bringing the library more up to speed in this area. The media center will spend $1000 to purchase books which will enhance cultural and ethnic diversity in our collection. We typically find that the average cost per book for grades 6 and up is $14.59. With this average in mind, we hope to be able to purchase at least 68 new books. We will strive to make the funds go as far as possible without compromising quality. It should be noted that the same books purchased for the purpose of adding diversity to our collection will simultaneously serve other needs of students such as pleasure reading and regular school assignments, so that money spent on diverse materials does not necessarily take away from other budget areas - but rather, these books may fill more than one area of need in our library.
Part 4 - Evaluation
The SLMS will evaluate the response to the culturally and ethnically diverse materials by monitoring circulation statistics of these new additions to the collection. SLMS will also ask for feedback from teachers and students. Teachers will be asked to give specific feedback regarding the usefulness of the new materials for class assignments or projects in which the materials were used. A future and continuous way to evaluate the diversity of the collection will be to monitor circulation of materials and teacher/student requests to meet the needs of users as closely as possible.
Documentation
African American Review (2009). Accessed November 24, 2009 at http://aar.slu.edu/.
American Indian Library Association (2009). Accessed November 24, 2009 at
http://www.ailanet.org/.
American Library Association (2009). Diversity brochure. Accessed November 22, 2009 at
http://www.ala.org/ala/aboutala/missionhistory/keyactionareas/morediversity/diversitybrochure.cfm.
Association for Library Services to Children (2009). Accessed November 24, 2009 at
http://www.ala.org/ala/mgrps/divs/alsc/awardsgrants/bookmedia/index.cfm
Association for the Study of American Indian Literatures (2009). Accessed November 24, 2009
at http://oncampus.richmond.edu/faculty/ASAIL/.
Database of Award-Winning Children’s Literature (2009). Accessed November 24, 2009 at
http://www.dawcl.com/introduction.html.
Kane/Miller Book Publishers (2009). Award winning children’s books from around the world.
Accessed November 24, 2009 at http://www.kanemiller.com/about.asp.
Kirk House Publishers (2009). Multicultural books. Accessed November 24, 2009 at
http://www.kirkhouse.com/Multicultural-Books.
Lee and Low Books (2009). New voices award. Accessed November 24, 2009 at
http://www.leeandlow.com/p/new_voices_award.mhtml.
Multicultural Educational Publishing (2009). Accessed November 24, 2009 at
http://mcepub.com/.
Oyate (2009). Books to avoid. Accessed November 24, 2009 at http://www.oyate.org/books-to-
avoid/index.html
PermaBound (2009). Suggested booklists. Accessed November 24, 2009 at
http://www.perma-bound.com/
Thomas Rivera Book Award (2009). Accessed November 24, 2009 at
http://www.education.txstate.edu/departments/Tomas-Rivera-Book-Award-Project-Link.html
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Sylvia HendersonAction Plan
Collaboration between School Library Media Specialist, Teachers, Reading Specialist, and Paraprofessionals to develop and hold a Reading Success workshop tailored to motivate students to read and work towards becoming life-long learners.
Part 1
Rationale:
Beuford Edison Franklin High School Media Center is on a mission to inspire our users to become motivated, active, and responsible users of information in order to mold life-long learners. We are fuctioning in a poor, rural town which has an average population. However, this county has a smaller than average population of high school graduates. In addition to a smaller than average population of high school graduate, there is a lack of professional resources for teachers. Nevertheless, Beuford Edison Franklin High School Media Center's vision focuses on "Opening Minds Through Information." According to Richard T. Vacca and JoAnne Vacca (2005) "All teachers play a critical role in helping students comprehend and respond to information and ideas in text" (p. 1). At Beuford Edison Franklin High School Media Center, we understand the role of teachers, their interactions, and collaborations. Therefore, this action plan focuses on developing a "Reading Success" workshop. With adequate resources, School Library Media Specialist, Reading Specialist, teachers and paraprofessionals can continue their professional development through this workshop. This workshop will encompass data on reading research, mapping, different reading strategies, components of reading, and content area reading. In addition to this workshop, a guest speaker from the Center For Reading Research will offer a free reading workshop which will empower educators about the essentials for reading success. With this collaboration, School Library Media Specialist will intergrate library resources into classroom curricula, teach reading comprehension strategies using print and digital media, and rev-up reading with interactive maps. Reading Specialist will identify and acquire materials for literacy intervention and teachers will learn different teaching methods, tweak lesson plans and motivate students to read. In esssence, the goal of this action paln is to collaborate in order to develop and implement a successful "Reading Success" workshop.
Part 2 Steps/Timeline/Responsibility:
Step 1: School Library Media Specialist post communications via email and IM to School Principal, Reading Specialist, teachers, and paraprofessionals about Reading Success workshop. Reading Specialist will contact Florida Center for Reading Research to invite Dr. Christopher Lonigan to participate in workshop. Timeline: June 2010 Responsibility: School Library Media Specialist and Reading Specialist Step 2: School Library Media Specialist conduct reading workshop meeting with Reading Specialist, teachers and paraprofessionals. Teachers are asked to submit a copy of their lesson plans and curricula to paraprofessional at least 3 weeks prior to the planned reading workshop meeting taking place on August 20, 2010.
Timeline:June 2010
Responsibility: School Library Media Specialist and paraprofessionalsStep 3: Meeting held between School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals to discuss location, time, and date
for reading workshop. Paraprofessional distributes faculty profile forms and gives a deadline of August 4th to return completed forms.
Timeline: July 2010
Responsibility: School Library Media Specialist, Reading Specialist, teachers, and pararprofessionals.
Step 4: Paraprofessionals recieve copies of teacher's lesson plans,curricula, and faculty profile forms.
Timeline: August 2010
Responsibilty: Paraprofessionals
Step 5: Meeting held with School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals to discuss lesson plans and curricula.
Timeline: August 2010
Responsibility: School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals.
Step 6: Meeting with School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals to form a consensus on location, date, and time of reading workshop. Consesus is made on the location, date, and time of meeting. The reading workshop will be held on November 12, 2010 from 10:00-2:00, and the location will be in the school multipurpose room. After this meeting, a brief discussion will take place regarding faculty information profile forms. The faculty information profile forms list the teachers current teaching courses, fields of interests, and current research projects. This information from the faculty profile cards will be forwarded to Dr. Lonigan by the Reading Specialist.
Timeline: September 2010
Responsiblity: School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals.
Step 7: Reading Specialist contacts Dr. Lonigan to commuicate with him about his acceptance of this engagement, the date, time, and location of the reading workshop.
Timeline: September 2010
Responsibility: Reading Specialist
Step 8: School Library Media Specialist, Reading Specialist, and paraprofessionals will communicate with other professional literacy organizations about reading workshop and inquire about donations of materials and resources.
Timeline: September
Responsibility: School Library Media Specialist, Reading Specialist, and paraprofessionals
Step 9: Paraprofessionals communicate with School Library Media Specialist, Reading Specialist, teachers, and guest speaker about last minute preparations for reading workshop. With much anticipation for the reading workshop, the teachers offer to provide a Potluck lunch.
Timeline: October 2010
Responsibility: Paraprofessionals and teachers
Step 10: Reading Success workshop will be is held in the school multipurpose room. We anticipate, Dr. Lonigan, School Library Media Specialist, Reading Specialist, teachers, and paraprofessionals are in attedance. Meeting is scheduled to last one hour and forty-five minutes. During this time, introductions can be made and Dr. Lonigan will lecture on the topic of "Essentials for Reading Success." After this lecture, a potluck lunch will be served. After lunch, Dr. Lonigan will hold a question and answer session.
Timeline:November 2010
Responsibility: Dr. Lonigan
Step 11: After question and answer session, School Library Media Specialist will share information about intergrating library resources into classroom lesson plans and curricula Then, SLMS will provide activities for teachers on interactive mapping. Paraprofessionals will distribute copies of information on how to use reading toolkits, and Reading Specialist will emphasize the importance of the components of reading and share different reading strategies. Media Specialist will thank Dr. Lonigan and everyone for their participation. Reading Success workshop will conclude.
Timeline: November 2010
Responsilbility: School Library Media Specialsit, paraprofessionals, and Reading Specialist
Step 12: Meeting held by School Library Media Specialist to gather feedback from reading workshop. Reading Specialist, teachers, and paraprofessionals are in attendance and give feedback. School Library Media Specialist and paraprofessionals will suggest to have a consensus on how the reading workshop will be evauluated by the December meeting.
Timeline: December 2010
Responsibility: School Library Media Specialist and paraprofessionals
Step 13: School Library Media Specialist will conduct a meeting with Reading Specialist, teachers, and paraprofessionals for reading workshop evalution consensus. Suggestions will be given for the evaulation for the reading workshop be held in a staff meeting and all participants give verbal feedback to the School Library Media Specialist. The feedback from the attendees will be included in the minutes from the meeting. The minutes will be written into an evaluation report. Then, the School Library Media Specialist will follow protocol.
Timeline: Tenative
Responsibilty: School Library Media Specilaist
Part 3
Budget $855
Purchases for materials, personnel, and printing can possibly be allocated from the following budgets: remedial reading plan and supply budgets. Possibly donations will be contributed by The Florida Center for Reading Research, Florida State College of Education, and The Florida Department of Education. For this media center action plan, we think the listed estimates are approriate for the much needed resources for professional development.
Materials $655
Materials possibly allocated through the remedial reading plan budgets.
Journals $200 -possibel donations from FCRR- remedial reading plan budget
Anthologies $100- possible donations from FSUCOED - remedial plan budget
Workbooks $200- remedial plan budget
Tutorials $70- remedial plan budget
Reading Toolkits $85- possible donations from FLDOE- remedial plan budget
Personnel $100
Personnel possibly allocated through the remedial reading plan budget.
Reading Specialist-$100 supplemental- remedial reading plan buget
Guest speaker - $0- No charge for workshop and lodging. Dr. Lonigan will be on vacation in Florida and offers a free reading workshop.
Lunch-$0. Potluck which will be provided by the teachers.
Supply $100
Printing possibly allocated through the supply budget.
Budget Total: $855
Part 4
Evaluation: Beuford Edison Franklin Media Center's Action Plan will evalute the results of the Reading Success workshop in an evaluation report which will include verbal feedback from the Media Specialist, Reading Specialist, teachers, and paraprofessionals on the progress of this workshop. Evaluations will be conducted every year, and the results will be formatted as a report. The School Media Specialist will forward the evaluation report is to the school principal. Then, the school principal will forward the evaluation report to the school superintendent. The evaluation report will be evaluated, revised, and steered toward future action plans.
Documentation
Books:
National Reading Panel. (1997). An Evidence-Based Assessment of Scientific Research Literature on Reading and Its Implications for Reading
Instruction. NIH 00-4754:Washington:D.C.
Vacca, J. & Vacca R.T. (2005). Content Area Reading: Literacy and Learning Across The Curriculum. (8th ed.). New York:NY
Pearson Allyn and Bacon.
Websites:
Academic Therapy Publications. (1965). CORE:Teaching Reading Sourcebook. Retrieved on November 12, 2009.
from:http://www.academictheraphy.com/support/sourcebook
ALA. (2006). American Association of School Librarians 2009 National Conference: Rev Up Learning. Retrieved November 17, 2009.
from: http://www.ala/mgrps/div/aasl/conferenceandevents/national/ALA
ALA. (2002). School Library Media Specialist's Role in Reading Toolkit. Retrieved on November 13, 2009
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